Syllabus for

Academic Year  (2024)

Objectives:

·         To introduce students to few key terms of colonialism and postcolonialism

·         To enable close reading of texts in their socio/political/cultural contexts, specifically colonisation

·         To make students use critical vocabulary of the critical framework while discussing and writing

Terms chosen will introduce the key issues of colonialism and postcolonial literatures as a foundation to the rest of the paper. The reference text is Key Concepts in Post-Colonial Studies, Bill Ashcroft, Gareth Griffiths and Helen Tiffin, will offer focus to the discussions.

·         Centre/margin

·         Colonialism/imperialism

·         Decolonisation

·         Mimicry/hybridity

·         Post-colonialism/postcolonialism 

Savage/civilised

Terms chosen will introduce the key issues of colonialism and postcolonial literatures as a foundation to the rest of the paper. The reference text is Key Concepts in Post-Colonial Studies, Bill Ashcroft, Gareth Griffiths and Helen Tiffin, will offer focus to the discussions.

·         Centre/margin

·         Colonialism/imperialism

·         Decolonisation

·         Mimicry/hybridity

·         Post-colonialism/postcolonialism 

Savage/civilised

Terms chosen will introduce the key issues of colonialism and postcolonial literatures as a foundation to the rest of the paper. The reference text is Key Concepts in Post-Colonial Studies, Bill Ashcroft, Gareth Griffiths and Helen Tiffin, will offer focus to the discussions.

·         Centre/margin

·         Colonialism/imperialism

·         Decolonisation

·         Mimicry/hybridity

·         Post-colonialism/postcolonialism 

Savage/civilised

Terms chosen will introduce the key issues of colonialism and postcolonial literatures as a foundation to the rest of the paper. The reference text is Key Concepts in Post-Colonial Studies, Bill Ashcroft, Gareth Griffiths and Helen Tiffin, will offer focus to the discussions.

·         Centre/margin

·         Colonialism/imperialism

·         Decolonisation

·         Mimicry/hybridity

·         Post-colonialism/postcolonialism 

Savage/civilised

Terms chosen will introduce the key issues of colonialism and postcolonial literatures as a foundation to the rest of the paper. The reference text is Key Concepts in Post-Colonial Studies, Bill Ashcroft, Gareth Griffiths and Helen Tiffin, will offer focus to the discussions.

·         Centre/margin

·         Colonialism/imperialism

·         Decolonisation

·         Mimicry/hybridity

·         Post-colonialism/postcolonialism 

Savage/civilised

Terms chosen will introduce the key issues of colonialism and postcolonial literatures as a foundation to the rest of the paper. The reference text is Key Concepts in Post-Colonial Studies, Bill Ashcroft, Gareth Griffiths and Helen Tiffin, will offer focus to the discussions.

·         Centre/margin

·         Colonialism/imperialism

·         Decolonisation

·         Mimicry/hybridity

·         Post-colonialism/postcolonialism 

Savage/civilised

The poems chosen are response to colonisation from America, Srilanka, England, Canada  and Caribbean. The selection aims at introducing the resistance to colonisation articulated by indigenous community, Anglo-French community and the migrant slaves.

·         A Lament for Confederation - Chief Dan George 

·         I Lost My Talk - Rita Joe

·         The Dodo – Hilaire Belloc

·         Buffalo Dusk – Carl Sandburg

·       Zong - Nourbese Philip

·       The Sea is History – Derek Walcott

·     

The poems chosen are response to colonisation from America, Srilanka, England, Canada  and Caribbean. The selection aims at introducing the resistance to colonisation articulated by indigenous community, Anglo-French community and the migrant slaves.

·         A Lament for Confederation - Chief Dan George 

·         I Lost My Talk - Rita Joe

·         The Dodo – Hilaire Belloc

·         Buffalo Dusk – Carl Sandburg

·       Zong - Nourbese Philip

·       The Sea is History – Derek Walcott

·     

The poems chosen are response to colonisation from America, Srilanka, England, Canada  and Caribbean. The selection aims at introducing the resistance to colonisation articulated by indigenous community, Anglo-French community and the migrant slaves.

·         A Lament for Confederation - Chief Dan George 

·         I Lost My Talk - Rita Joe

·         The Dodo – Hilaire Belloc

·         Buffalo Dusk – Carl Sandburg

·       Zong - Nourbese Philip

·       The Sea is History – Derek Walcott

·     

The poems chosen are response to colonisation from America, Srilanka, England, Canada  and Caribbean. The selection aims at introducing the resistance to colonisation articulated by indigenous community, Anglo-French community and the migrant slaves.

·         A Lament for Confederation - Chief Dan George 

·         I Lost My Talk - Rita Joe

·         The Dodo – Hilaire Belloc

·         Buffalo Dusk – Carl Sandburg

·       Zong - Nourbese Philip

·       The Sea is History – Derek Walcott

·     

The poems chosen are response to colonisation from America, Srilanka, England, Canada  and Caribbean. The selection aims at introducing the resistance to colonisation articulated by indigenous community, Anglo-French community and the migrant slaves.

·         A Lament for Confederation - Chief Dan George 

·         I Lost My Talk - Rita Joe

·         The Dodo – Hilaire Belloc

·         Buffalo Dusk – Carl Sandburg

·       Zong - Nourbese Philip

·       The Sea is History – Derek Walcott

·     

The poems chosen are response to colonisation from America, Srilanka, England, Canada  and Caribbean. The selection aims at introducing the resistance to colonisation articulated by indigenous community, Anglo-French community and the migrant slaves.

·         A Lament for Confederation - Chief Dan George 

·         I Lost My Talk - Rita Joe

·         The Dodo – Hilaire Belloc

·         Buffalo Dusk – Carl Sandburg

·       Zong - Nourbese Philip

·       The Sea is History – Derek Walcott

·     

Novel is one of the major genres borrowed from the West and appropriated to narrate the nation. This module aims to introduce the form and the process in the Indian context.   

The team will discuss and select from the following texts. 

·       The Coming be the Christ Child -  Bessie Head

·       Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·       My Son, the Fanatic – Hanif Kureishi

·       Doris Lessing - Grass is Singing

·       Michael Oondatje - Running in the family

·       Naipaul - House for Mr Biswas or Miguel Street

·       Jamaica Kincaid - Lucy or A Small Place 

Novel is one of the major genres borrowed from the West and appropriated to narrate the nation. This module aims to introduce the form and the process in the Indian context.   

The team will discuss and select from the following texts. 

·       The Coming be the Christ Child -  Bessie Head

·       Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·       My Son, the Fanatic – Hanif Kureishi

·       Doris Lessing - Grass is Singing

·       Michael Oondatje - Running in the family

·       Naipaul - House for Mr Biswas or Miguel Street

·       Jamaica Kincaid - Lucy or A Small Place 

Novel is one of the major genres borrowed from the West and appropriated to narrate the nation. This module aims to introduce the form and the process in the Indian context.   

The team will discuss and select from the following texts. 

·       The Coming be the Christ Child -  Bessie Head

·       Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·       My Son, the Fanatic – Hanif Kureishi

·       Doris Lessing - Grass is Singing

·       Michael Oondatje - Running in the family

·       Naipaul - House for Mr Biswas or Miguel Street

·       Jamaica Kincaid - Lucy or A Small Place 

Novel is one of the major genres borrowed from the West and appropriated to narrate the nation. This module aims to introduce the form and the process in the Indian context.   

The team will discuss and select from the following texts. 

·       The Coming be the Christ Child -  Bessie Head

·       Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·       My Son, the Fanatic – Hanif Kureishi

·       Doris Lessing - Grass is Singing

·       Michael Oondatje - Running in the family

·       Naipaul - House for Mr Biswas or Miguel Street

·       Jamaica Kincaid - Lucy or A Small Place 

Novel is one of the major genres borrowed from the West and appropriated to narrate the nation. This module aims to introduce the form and the process in the Indian context.   

The team will discuss and select from the following texts. 

·       The Coming be the Christ Child -  Bessie Head

·       Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·       My Son, the Fanatic – Hanif Kureishi

·       Doris Lessing - Grass is Singing

·       Michael Oondatje - Running in the family

·       Naipaul - House for Mr Biswas or Miguel Street

·       Jamaica Kincaid - Lucy or A Small Place 

Novel is one of the major genres borrowed from the West and appropriated to narrate the nation. This module aims to introduce the form and the process in the Indian context.   

The team will discuss and select from the following texts. 

·       The Coming be the Christ Child -  Bessie Head

·       Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·       My Son, the Fanatic – Hanif Kureishi

·       Doris Lessing - Grass is Singing

·       Michael Oondatje - Running in the family

·       Naipaul - House for Mr Biswas or Miguel Street

·       Jamaica Kincaid - Lucy or A Small Place 

Postcolonial short story is one genre that has articulated thoughts of resistance very effectively. This module introduces conventional short story, autobiographical narrative – one of the major forms of fiction to students.

·         The Coming be the Christ Child -  Bessie Head

·         Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·         My Son, the Fanatic – Hanif Kureishi

Postcolonial short story is one genre that has articulated thoughts of resistance very effectively. This module introduces conventional short story, autobiographical narrative – one of the major forms of fiction to students.

·         The Coming be the Christ Child -  Bessie Head

·         Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·         My Son, the Fanatic – Hanif Kureishi

Postcolonial short story is one genre that has articulated thoughts of resistance very effectively. This module introduces conventional short story, autobiographical narrative – one of the major forms of fiction to students.

·         The Coming be the Christ Child -  Bessie Head

·         Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·         My Son, the Fanatic – Hanif Kureishi

Postcolonial short story is one genre that has articulated thoughts of resistance very effectively. This module introduces conventional short story, autobiographical narrative – one of the major forms of fiction to students.

·         The Coming be the Christ Child -  Bessie Head

·         Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·         My Son, the Fanatic – Hanif Kureishi

Postcolonial short story is one genre that has articulated thoughts of resistance very effectively. This module introduces conventional short story, autobiographical narrative – one of the major forms of fiction to students.

·         The Coming be the Christ Child -  Bessie Head

·         Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·         My Son, the Fanatic – Hanif Kureishi

Postcolonial short story is one genre that has articulated thoughts of resistance very effectively. This module introduces conventional short story, autobiographical narrative – one of the major forms of fiction to students.

·         The Coming be the Christ Child -  Bessie Head

·         Is There Nowhere Else Where We Can Meet? – Nadine Gordimer

·         My Son, the Fanatic – Hanif Kureishi

Adam, Ian. "Oracy and Literacy: A Postcolonial Dilemma?" The Journal of Commonwealth Literature 31.1 (1996): 97-109.

Ashcroft, William D., Gareth Griffith, and Helen Tiffin, eds. The Empire Writes Back: Theory and Practice in Post-Colonial Literatures. London: Routledge, 1989.

_____. Key Concepts in Post-Colonial Studies. London: Routledge, 1998.

_____. The Post-Colonial Studies Reader. London: Routledge, 1995.

Brydon, Diana. "The Myths That Write Us: Decolonising the Mind." Commonwealth 10.1 (1987): 1-14.

_____. "Re-writing The Tempest." World Literature Written in English. 23.1 (1984): 75-88.

Brydon, Diana, and Helen Tiffin, eds. Decolonising Fictions. Sydney, Austral.: Dangaroo P, 1993.

Chambers, Lain, and Lidia Curti, eds. The Post-Colonial Question: Common Skies, Divided Horizons. London: Routledge, 1996.

Said, Edward. Beginnings: Intention and Method. New York: Basic Books, 1975

_____. Culture and Imperialism. New York: Vintage Books, 1994.

_____. Nationalism, Colonialism and Literature. Derry, Ireland: Field Day, 1988.

_____. Orientalism. New York: Pantheon Books, 1978.

_____. "Representing the Colonized: Anthropology's Interlocutors." Critical Inquiry 15.2 (1989): 205-25

_____. Representations of the Intellectual. New York: Vintage Books, 1996.

_____. The World, the Text, and the Critic. London: Faber and Faber, 1984.

Viswanathan, Gauri. Masks of Conquest: Literary Study and British Rule in India. New York: Columbia UP, 1989

1. A class test based on the text
2. A movie review
3. A book review           

For CIA III, the students can be asked

1. To prepare group presentations on topics relevant to postcolonial literature
2. To put up an exhibition/display of the literature/paintings/other art productions of the formerly colonized countries.

These are a few ideas, however, during the course of teaching, there could be other suggestions, and CIA’s could be slightly modified.

Mid Semester Exam Question Paper Pattern (50 Marks)

End Semester Exam Question Paper Pattern (100 Marks)

This paper introduces students to key themes and concerns in Indian Literatures. This is a survey course that serves as an introduction to main issues and concepts in Indian Literatures. The paper is a mix of traditional as well as contemporary literatures written both in English as well as other regional languages translated into English.

Objectives

• To understand the complexities of cultural, economic, political and social forces and their impact on the production of literatures in India of different classes and backgrounds
• To understand the religious, caste, gender, colonial, national constructs in India through its literatures and thereby develop sensitivity and add to the core value of love for fellow beings
• To become aware of methods interpreting literary texts in the contemporary context  

This module will introduce students to the category of Indian Literatures, its survey of different aspects of the body of writing as well as a critical understanding of the knowledge systems indigenous to India. 

This module will introduce students to the category of Indian Literatures, its survey of different aspects of the body of writing as well as a critical understanding of the knowledge systems indigenous to India. 

This module will introduce students to the category of Indian Literatures, its survey of different aspects of the body of writing as well as a critical understanding of the knowledge systems indigenous to India. 

This module will introduce students to the category of Indian Literatures, its survey of different aspects of the body of writing as well as a critical understanding of the knowledge systems indigenous to India. 

This module will introduce students to the category of Indian Literatures, its survey of different aspects of the body of writing as well as a critical understanding of the knowledge systems indigenous to India. 

This module will introduce students to the category of Indian Literatures, its survey of different aspects of the body of writing as well as a critical understanding of the knowledge systems indigenous to India. 

This module surveys select poetry from contemporary India. It surveys cities, people and ideas like faith and non-violence located within the Indian context. 

This module surveys select poetry from contemporary India. It surveys cities, people and ideas like faith and non-violence located within the Indian context. 

This module surveys select poetry from contemporary India. It surveys cities, people and ideas like faith and non-violence located within the Indian context. 

This module surveys select poetry from contemporary India. It surveys cities, people and ideas like faith and non-violence located within the Indian context. 

This module surveys select poetry from contemporary India. It surveys cities, people and ideas like faith and non-violence located within the Indian context. 

This module surveys select poetry from contemporary India. It surveys cities, people and ideas like faith and non-violence located within the Indian context. 

This module introduces students to caste and its underpinnings through a translated Dalit Drama by Vinodini. It will also introduce the Subaltern as a conceptual category and interrogate questions of caste within gender, class and other hierarchic strcutures.

This module introduces students to caste and its underpinnings through a translated Dalit Drama by Vinodini. It will also introduce the Subaltern as a conceptual category and interrogate questions of caste within gender, class and other hierarchic strcutures.

This module introduces students to caste and its underpinnings through a translated Dalit Drama by Vinodini. It will also introduce the Subaltern as a conceptual category and interrogate questions of caste within gender, class and other hierarchic strcutures.

This module introduces students to caste and its underpinnings through a translated Dalit Drama by Vinodini. It will also introduce the Subaltern as a conceptual category and interrogate questions of caste within gender, class and other hierarchic strcutures.

This module introduces students to caste and its underpinnings through a translated Dalit Drama by Vinodini. It will also introduce the Subaltern as a conceptual category and interrogate questions of caste within gender, class and other hierarchic strcutures.

This module introduces students to caste and its underpinnings through a translated Dalit Drama by Vinodini. It will also introduce the Subaltern as a conceptual category and interrogate questions of caste within gender, class and other hierarchic strcutures.

This selection of short stories introduces students to a variety of readings about the nation, partition, women and their social roles as well as resistance to established traditions.

This selection of short stories introduces students to a variety of readings about the nation, partition, women and their social roles as well as resistance to established traditions.

This selection of short stories introduces students to a variety of readings about the nation, partition, women and their social roles as well as resistance to established traditions.

This selection of short stories introduces students to a variety of readings about the nation, partition, women and their social roles as well as resistance to established traditions.

This selection of short stories introduces students to a variety of readings about the nation, partition, women and their social roles as well as resistance to established traditions.

This selection of short stories introduces students to a variety of readings about the nation, partition, women and their social roles as well as resistance to established traditions.

This section introduces the novel form or the graphic novel as appropriated in the Indian context. The module will aim to familiazrize students to Indian writing in English and bring forth important questions with regard to English and India apart from discussing the thematic concerns in the text. Any one of the novels may be taken to class. Understanding ‘India’ in the contemporary context through the form of the novel will be the focus of this module. A thematic reading of the novel will also be done in class. (One of the two novels could be considered).

This section introduces the novel form or the graphic novel as appropriated in the Indian context. The module will aim to familiazrize students to Indian writing in English and bring forth important questions with regard to English and India apart from discussing the thematic concerns in the text. Any one of the novels may be taken to class. Understanding ‘India’ in the contemporary context through the form of the novel will be the focus of this module. A thematic reading of the novel will also be done in class. (One of the two novels could be considered).

This section introduces the novel form or the graphic novel as appropriated in the Indian context. The module will aim to familiazrize students to Indian writing in English and bring forth important questions with regard to English and India apart from discussing the thematic concerns in the text. Any one of the novels may be taken to class. Understanding ‘India’ in the contemporary context through the form of the novel will be the focus of this module. A thematic reading of the novel will also be done in class. (One of the two novels could be considered).

This section introduces the novel form or the graphic novel as appropriated in the Indian context. The module will aim to familiazrize students to Indian writing in English and bring forth important questions with regard to English and India apart from discussing the thematic concerns in the text. Any one of the novels may be taken to class. Understanding ‘India’ in the contemporary context through the form of the novel will be the focus of this module. A thematic reading of the novel will also be done in class. (One of the two novels could be considered).

This section introduces the novel form or the graphic novel as appropriated in the Indian context. The module will aim to familiazrize students to Indian writing in English and bring forth important questions with regard to English and India apart from discussing the thematic concerns in the text. Any one of the novels may be taken to class. Understanding ‘India’ in the contemporary context through the form of the novel will be the focus of this module. A thematic reading of the novel will also be done in class. (One of the two novels could be considered).

This section introduces the novel form or the graphic novel as appropriated in the Indian context. The module will aim to familiazrize students to Indian writing in English and bring forth important questions with regard to English and India apart from discussing the thematic concerns in the text. Any one of the novels may be taken to class. Understanding ‘India’ in the contemporary context through the form of the novel will be the focus of this module. A thematic reading of the novel will also be done in class. (One of the two novels could be considered).

This module will introduce students to the category of Indian Literatures, its survey of different aspects of the body of writing as well as a critical understanding of the knowledge systems indigenous to India.

• P P Raveendran: “Genealogies of Indian Literatures”, Economic and Political Weekly (June 24, 2006)
• Amitav Ghosh: “Ghost of Mrs Gandhi”
• Excerts from Argumentative Indian by Amartya Sen

Unit II: Poetry                                                                                               15 Hrs

This module surveys select poetry from contemporary India. It surveys cities, people and ideas like faith and non-violence located within the Indian context.

• K Satchidanandan “A Man with a Door”
• Mirza Ghalib “Be Merciful and Send for Me”
• Bonsai God by Temsula Ao
• Basavanna Vachana “Cripple me, father”/ Akkamahadevi’s “Akka Kelavva”
• Sangam Poetry Ilam Peruvatuti “This World Lives Because”

·         Rukmini Bhaiyya Nayar "Gender Role"  

·         Jayanta Mahapatra"Hunger"

Unit III: Play                                                                                                  13 Hrs

This module introduces students to caste and its underpinnings through a translated Dalit Drama by Vinodini. It will also introduce the Subaltern as a conceptual category and interrogate questions of caste within gender, class and other hierarchic strcutures.                                                                                                  

Daaham (Thirst) – Vinodini

Unit IV: Short stories                                                                                     12 Hrs

This selection of short stories introduces students to a variety of readings about the nation, partition, women and their social roles as well as resistance to established traditions.

Pudumaipitthan “Deliverance from Curse’’

Ambai: “A Kitchen in the Corner of a House”

Saadat Hasan Manto: “Dog of Tithwal”

A K Ramanujan's Annayya's Anthropology

Urvashi Butalia: “Blood” 

Unit V: Novel and Graphic Novel                                                                15 Hrs

This section introduces the novel form or the graphic novel as appropriated in the Indian context. The module will aim to familiazrize students to Indian writing in English and bring forth important questions with regard to English and India apart from discussing the thematic concerns in the text. Any one of the novels may be taken to class. Understanding ‘India’ in the contemporary context through the form of the novel will be the focus of this module. A thematic reading of the novel will also be done in class. (One of the two novels could be considered).

• Arundati Roy, The God of Small Things

or

• Chetan Bhagat: Five Point Someone

• Sarnath Banerjee Corridor

Studies in Culture and Translation. Vol. 2 ‘Translating Caste’Basu, Tapan. Katha, 2002. New Delhi.

Das, Kamala. The Sandal Trees and Other Stories. Disha Books. 1995, New Delhi.

Fresh Fictions, Folk Tales, Plays and Novellas from the North East. Katha. New    Delhi, 2005

Indian Short Stories. 1900-2000. Ramakrishnan, E.V. (ed). Sahithya Academy New Delhi, 2003.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol.167, New Delhi, 1995.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol .168, New Delhi, 1995.

Indian Literature, Sahithya Academy, bi-monthly journal. Vol.169, New Delhi, 1995.

Journal of Literature and Aesthetics. Vol.7, Numbers1 & 2 Jan- Dec.2007.Kollam, 2008.

Nandy, Ashis. The Intimate Enemy, New Delhi: O.U.P. 1989.

Short Fiction from South India, Krishna Swami, Subasree. Sreelatha.K (ed), New Delhi: Oxford University Press, 2008.

Stuart Blackburn and Vasudha Dalmia (ed). India’s Literary History. Essays on the Nineteenth Century. New Delhi: Permanent Black, 2008.

Tendulkar, Vijay. Five Plays. Bombay: 1992.OUP. 2007, New Delhi.

Tamil Poetry Today, K.S. Subramanian (ed). International Institute for Tamil Studies, Chennai 2007. 

• Comparative Study of the issues of any one prescribed piece with another one piece from any Indian language
• Written assignment on any of the typical Indian issues discussed as part of the syllabus.        

CIA III

• could be a Translation Assignment of any contemporary literary work

(Poems or Short Stories).

• written assignment on any prescribed piece bringing out the problems of translation
• If the students do not know how to read a regional language, they can listen to a story/poem from the oral tradition and translate that.
• Some students might not have the linguistic competence to translate then, they can learn a folk art form/gather some folk, oral narratives, recipes, sports and analyze them.

This course has been conceptualized in order to offer a deeper understanding of writing and reporting on marginalised communities and the social issues of our times - caste, inequality, gender, resistance and more.

1. Understanding the concept of development 

2. Defining development in the journalistic space 

3. Grassroot development - Panchayati Raj system in India.

1. Alternate media platforms - PARI, Swaraj, Counter currents, Down to Earth

2. Participatory media - community radio 

3. Digital Media and development journalism

1. Education, health, sanitation, water, housing, public transport, migration, agricultural crisis, rural issues 

2. Ethical guidelines / concerns in reporting traditional practices and local ethos

Sample Assignments:

1. Reporting on civic issues 

2. Interviews with communities

This course has been conceptualised in order to enable the learner to understand the dynamics of the online space and to acquire a new set of journalistic skills that are acquired to face the challenges and opportunities in the field of journalism in the digital age.

1. Searching skills: Up to date with the field, Let leads come to you, search engines

2. Setting up dashboards: monitoring key sources, alerts & feeds, advanced search techniques and social networks 

3. Finding sources online: experts, common man, social media and HI stories 

1. Content generation- photos and graphics research for Ideas, Building contacts, ethics for online journalists, Social Media Platforms, News sites. 

2. Search engine optimization (SEO): page content, code & context ; social media optimization (SMO) analysing traffic, google analytics 

3. Writing style for new media- News writing styles, Linear and non-linear writing, keyword writing, blogging, publishing news online, news determinants in online media 

1. Data sources, basics of data cleaning, finding stories out of data, Writing data stories

 2. Data visualisation and types, timeline, Infographics

 1. Online audio: formats; basics of audio production - useful kits, podcast ideas & considerations; audio slideshows; editing, publishing & optimizing audio for web

2. Online video: useful equipment & software; vertical & square video; 360-degree video; editing, publishing & optimizing video for web 

3. Augmented Reality (AR), Virtual Reality (VR) & Mixed Reality (MR)

2. Foust, J. (2017). Online journalism: principles and practices of news for the Web. Taylor & Francis. 

3. Huffington, A. (2008). The Huffington Post complete guide to blogging. Simon and Schuster.

1. Newman, N. (2018). Journalism, media and technology trends and predictions 2018.

2. McBride, K., & Rosenstiel, T. (Eds.). (2013). The new ethics of journalism: Principles for the 21st century. CQ Press.

Sample Assignments 

• CIA I: Prepare an article for publication in the blog - 500 words. 25 marks 

• CIA II: Script record edit and publish a podcast - 10 minutes. 25 marks 

• CIA III: Script record edit and publish a video on youtube - 15 marks 

• CIA IV: Creating, maintaining and hosting a Multimedia blog (90 days) - 15 marks 

• Viva - 20 Marks

CIA I & II: 50 Marks (Centralised Viva) - Marks entered in the Mid sem phase

CIA III & IV: 50 Marks (Centralised Viva) - Marks entered in the ESE Phase

Total: MSE +MSE = 100 Marks

*Rubrics for each activity will be provided by the concerned faculty offering the course. 

** Keep duplicate copies of all work submitted in this course. Save all returned, graded work until the semester is over.

This course has been conceptualised in order to make students socially responsible and contribute to the development of the society. The students get an exposure to difficulties faced by socially and economically underprivileged sections of society and hence reflect on ways to alleviate their problems.

Students will be sensitised through workshops towards the concept of service learning, where they will be oriented towards participating in direct, indirect, research-based, or advocacy-based service-learning projects (described below) that address a multitude of community issues.

1.  A media literacy programme that focuses on students tutoring public schools using learning and practice teaching pedagogies to train them in news writing, newsletter production, mobile photography and basic grammar.

2. Work with CSA towards health, education, social/community development, empowering community-based organizations (CBOs), land development, agricultural development. Women empowerment etc and focus on generating journalistic stories based on the same.

3. Work with Faculty members on projects related to Climate change, Monsoon, Water Scarcity and other Community based-projects.

4. Work in collaboration with Native Pictures, to produce multimedia stories from India’s indigenous communities.

5. Work with Political Shakti, a non-partisan NGO fighting for gender equality in politics, for projects to gather data and produce stories from urban slums.

6. Work with PARI for stories related to migrant labourers in Bangalore.

7. Any other projects as per the discretion of the teacher in charge may also be included.

• Department Level Assessment through Viva and Report (50 Marks)

This course has been conceptualised in order to get hands-on experience in reporting and editing in print/broadcast platforms. This course helps students in applying the skills they have learnt in the classroom over the semester to put into practice.

Total number of hours:8hours/day

26 working days

Internship Guidelines

The students of the Journalism programme (IV, semester) are required to undertake an internship of not less than 26 working days in print media, at any newspaper or magazine. The internship is to be undertaken during the second semester break.

• The internship is a mandatory requirement for the completion of the Journalism programme.

• About a month before the end of the second semester, students will be given a letter  from the University so that they can approach media organizations for their internships.

• The coordinator of the programme in consultation with the HOD will assign faculty members from the department as guides at least two weeks before the end of the second semester.

• The students have to write a detailed account of their daily work in the weekly report(Google classroom). Weekly report have to be submitted on time.

• The students will have to be in touch with the guides during the internship period either by meeting them in person, speaking over the phone or through the mail.

• The students will have to submit the guide weekly reports of the work they have done at the organization. Even if the teacher concerned does not reply, it is the responsibility of the student to keep sending the regular weekly report.

• At the place of internship, the students are advised to be in constant touch with their mentors. The students should work towards creating a portfolio that includes reports, features, interviews, reviews, or any other work that they have done for the media organisation.

• At the end of the required period of internship the students will submit a  final report of their internship. The report should be submitted online when the University opens for the V  semester.

• The report should also contain a letter and an evaluation form in a sealed envelope from the organization, evaluating the student's’ work.

• If the guide decides he/she can also send the evaluation letter directly to the mentor by email.

•  Note- If the organization does not permit students to keep copies of their work (some client work may be confidential), a letter describing the work done by the student must be provided by the organization. The students must discuss what can be procured as appendix, and the work/soft skills for which evidence is not available with the guide. If the guide approves, only then a letter can be considered; only a letter from the organisation in lieu of any appendix cannot be considered.

Format of weekly report to be emailed regularly to the guide

Joining report:

Personal Details

·         Your contact no (mobile):

·         Your personal email:

·         Your current address:

·         Home Phone:

Organisation Details

·         Name:

·         Address:

·         Phone:

·         Mail:

Job Details

·         Department in which you are appointed:

·         Job profile:

·         Working Hours:

·         Name of your immediate boss:

·         Email of your boss:

·         Mobile no of your Mentor

I  weekend report

Please include whatever is relevant out of the following details in this report. A brief write-up on each topic is fine:

• Rough organizational structure. (Owner, MD, Heads,.....)

• Your time schedule

• Details of your responsibility in the organization

• Projects you are  working on

• New learnings from the organization

• Plan for the next week, if any

• Any other relevant detail

II weekend report

Please include whatever is relevant out of the following details in this report. A brief write-up on each topic is fine:

·         Project done/in progress (Include the links/evidence of your projects/article (if any)

·         Challenges/difficulties that you are facing in the organisation/team if any.

·         some details on next project/s

·         Any other relevant detail

III  weekend report

Please include whatever is relevant out of the following details in this report. A brief write-up on each topic is fine:

• Project done/in progress (Include the links/evidence of your projects/article (if any)

• How do you compare the classroom learning (theory and practical) with industry exposure

• Any other relevant detail.

Things that you need to get from the organization

• Notes,

• Rough draft of work done

• Cuttings of printed articles

• Photographs

• Proof of ideas/your contribution

Note- If the organization does not permit students to keep copies of their work (some client work may be confidential), a letter describing the work done by the student must be provided by the organization.

• In case, evidence is not available for the work/soft skills, the student shall get letters duly signed from the mentor or persons under which they have worked. For this the student needs to consult with the guide.

• Your internship diary must be maintained everyday according to the format given and duly signed by your mentor every day. In case getting a signature everyday is difficult get it signed at the end of each week.

• The report along with other mention items should also contain a letter in a sealed envelope from the organization, evaluating the student's’ work. So please remember to get a letter from the organization before you leave.

Font- Times New Roman, size 12, double spacing.

Headings- size 16, in bold.

Format of the Report

The report shall have the following parts.

·         Title Page

·         Declaration of the Guide

·         Declaration of the Student

·         Certificate from Organization

·         Acknowledgments

·         Introduction to the Course

·         Aims and Objectives of the Internship

·         Profile of the Organization / Organisational Structure

·         Reasons for choosing the organization

·         Job Description

·         Tasks undertaken

·         Task Analysis

·         Challenges/limitations of the Internship

·         Conclusion

·         Appendix (Attested portfolio of work done in the organization)

·         Letter from Organization 

On-the-job training reports for JPE

First draft due on………………….

Final Reports due on..............................

The abnormal psychology course aims to sensitize the students about the existence of abnormal behaviour in order to develop greater social responsibility. The course coupled with the social psychology course of the previous semester and other courses from sociology, specifically with regard to social problems, would create a holistic understanding of the individual and their society. Further, the course would enable the student to develop a cultural understanding of abnormal behaviour within the Indian context and specifically to Bangalore. In Bangalore, there is a noticeable increase in the mental health issues faced by the population and the need for mental health practitioners who understand the difference between abnormal behaviour and distressing behaviour is a major requirement and the course would be the first step towards that direction. This course has been conceptualized in order to help the students develop an understanding of the historical development of the study of abnormal behaviour.  The specific course aim is to create an understanding of the criteria and perspectives in abnormal behaviour, common classification systems, and range of disorders including anxiety disorders, mood disorders, schizophrenia, somatic symptom disorders generally observed at childhood and adolescence, and personality disorders. 

Defining Abnormal Behaviour, Criteria of Abnormal Behaviour, Brief Mention of DSM 5 and ICD 10 classification systems, Causes of Abnormal Behaviour – Necessary, Predisposing, Precipitating and Reinforcing Causes.

Psychoanalytic (only Freud), Behaviouristic, Cognitive - Behavioral, Humanistic, Interpersonal Perspectives (Student Effort Hours

Defining Abnormal Behaviour, Criteria of Abnormal Behaviour, Brief Mention of DSM 5 and ICD 10 classification systems, Causes of Abnormal Behaviour – Necessary, Predisposing, Precipitating and Reinforcing Causes.

Psychoanalytic (only Freud), Behaviouristic, Cognitive - Behavioral, Humanistic, Interpersonal Perspectives (Student Effort Hours

Defining Abnormal Behaviour, Criteria of Abnormal Behaviour, Brief Mention of DSM 5 and ICD 10 classification systems, Causes of Abnormal Behaviour – Necessary, Predisposing, Precipitating and Reinforcing Causes.

Psychoanalytic (only Freud), Behaviouristic, Cognitive - Behavioral, Humanistic, Interpersonal Perspectives (Student Effort Hours

Defining Abnormal Behaviour, Criteria of Abnormal Behaviour, Brief Mention of DSM 5 and ICD 10 classification systems, Causes of Abnormal Behaviour – Necessary, Predisposing, Precipitating and Reinforcing Causes.

Psychoanalytic (only Freud), Behaviouristic, Cognitive - Behavioral, Humanistic, Interpersonal Perspectives (Student Effort Hours

Defining Abnormal Behaviour, Criteria of Abnormal Behaviour, Brief Mention of DSM 5 and ICD 10 classification systems, Causes of Abnormal Behaviour – Necessary, Predisposing, Precipitating and Reinforcing Causes.

Psychoanalytic (only Freud), Behaviouristic, Cognitive - Behavioral, Humanistic, Interpersonal Perspectives (Student Effort Hours

Defining Abnormal Behaviour, Criteria of Abnormal Behaviour, Brief Mention of DSM 5 and ICD 10 classification systems, Causes of Abnormal Behaviour – Necessary, Predisposing, Precipitating and Reinforcing Causes.

Psychoanalytic (only Freud), Behaviouristic, Cognitive - Behavioral, Humanistic, Interpersonal Perspectives (Student Effort Hours

Defining Abnormal Behaviour, Criteria of Abnormal Behaviour, Brief Mention of DSM 5 and ICD 10 classification systems, Causes of Abnormal Behaviour – Necessary, Predisposing, Precipitating and Reinforcing Causes.

Psychoanalytic (only Freud), Behaviouristic, Cognitive - Behavioral, Humanistic, Interpersonal Perspectives (Student Effort Hours

Intellectual disability - Definition, Levels of MR, Clinical Types and Causal Factors;

Autism spectrum disorders - Clinical Picture and Causal Factors;

Specific Learning disorder - Clinical Picture and Causal Factors; Attention-Deficit/Hyperactivity Disorder (Student Effort Hours)

Intellectual disability - Definition, Levels of MR, Clinical Types and Causal Factors;

Autism spectrum disorders - Clinical Picture and Causal Factors;

Specific Learning disorder - Clinical Picture and Causal Factors; Attention-Deficit/Hyperactivity Disorder (Student Effort Hours)

Intellectual disability - Definition, Levels of MR, Clinical Types and Causal Factors;

Autism spectrum disorders - Clinical Picture and Causal Factors;

Specific Learning disorder - Clinical Picture and Causal Factors; Attention-Deficit/Hyperactivity Disorder (Student Effort Hours)

Intellectual disability - Definition, Levels of MR, Clinical Types and Causal Factors;

Autism spectrum disorders - Clinical Picture and Causal Factors;

Specific Learning disorder - Clinical Picture and Causal Factors; Attention-Deficit/Hyperactivity Disorder (Student Effort Hours)

Intellectual disability - Definition, Levels of MR, Clinical Types and Causal Factors;

Autism spectrum disorders - Clinical Picture and Causal Factors;

Specific Learning disorder - Clinical Picture and Causal Factors; Attention-Deficit/Hyperactivity Disorder (Student Effort Hours)

Intellectual disability - Definition, Levels of MR, Clinical Types and Causal Factors;

Autism spectrum disorders - Clinical Picture and Causal Factors;

Specific Learning disorder - Clinical Picture and Causal Factors; Attention-Deficit/Hyperactivity Disorder (Student Effort Hours)

Intellectual disability - Definition, Levels of MR, Clinical Types and Causal Factors;

Autism spectrum disorders - Clinical Picture and Causal Factors;

Specific Learning disorder - Clinical Picture and Causal Factors; Attention-Deficit/Hyperactivity Disorder (Student Effort Hours)

Brief Description: Panic Disorder, Generalized Anxiety Disorder, Phobic Disorder with Causal Factors.

Somatic symptom disorder, Functional neurological symptom disorder with Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort Hours) 

Brief Description: Panic Disorder, Generalized Anxiety Disorder, Phobic Disorder with Causal Factors.

Somatic symptom disorder, Functional neurological symptom disorder with Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort Hours) 

Brief Description: Panic Disorder, Generalized Anxiety Disorder, Phobic Disorder with Causal Factors.

Somatic symptom disorder, Functional neurological symptom disorder with Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort Hours) 

Brief Description: Panic Disorder, Generalized Anxiety Disorder, Phobic Disorder with Causal Factors.

Somatic symptom disorder, Functional neurological symptom disorder with Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort Hours) 

Brief Description: Panic Disorder, Generalized Anxiety Disorder, Phobic Disorder with Causal Factors.

Somatic symptom disorder, Functional neurological symptom disorder with Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort Hours) 

Brief Description: Panic Disorder, Generalized Anxiety Disorder, Phobic Disorder with Causal Factors.

Somatic symptom disorder, Functional neurological symptom disorder with Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort Hours) 

Brief Description: Panic Disorder, Generalized Anxiety Disorder, Phobic Disorder with Causal Factors.

Somatic symptom disorder, Functional neurological symptom disorder with Symptoms and Causal Factors.

Illness anxiety disorder (Student Effort Hours) 

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Cyclothymic Disorder, Bipolar I Disorder, Bipolar II Disorder.

Dysthymic Disorder, Major Depressive Disorder with Psychosocial Causal Factors.

Schizophrenia: Meaning, Clinical Picture.

Psychosocial Causal Factors (Student Effort Hours)

Introduction - Clinical Features and Brief Descriptions of Cluster A, B, and C Personality Disorders with Psychosocial Causal Factors.

Gender dysphoria in children and gender dysphoria in adults (Student Effort Hours)

Introduction - Clinical Features and Brief Descriptions of Cluster A, B, and C Personality Disorders with Psychosocial Causal Factors.

Gender dysphoria in children and gender dysphoria in adults (Student Effort Hours)

Introduction - Clinical Features and Brief Descriptions of Cluster A, B, and C Personality Disorders with Psychosocial Causal Factors.

Gender dysphoria in children and gender dysphoria in adults (Student Effort Hours)

Introduction - Clinical Features and Brief Descriptions of Cluster A, B, and C Personality Disorders with Psychosocial Causal Factors.

Gender dysphoria in children and gender dysphoria in adults (Student Effort Hours)

Introduction - Clinical Features and Brief Descriptions of Cluster A, B, and C Personality Disorders with Psychosocial Causal Factors.

Gender dysphoria in children and gender dysphoria in adults (Student Effort Hours)

Introduction - Clinical Features and Brief Descriptions of Cluster A, B, and C Personality Disorders with Psychosocial Causal Factors.

Gender dysphoria in children and gender dysphoria in adults (Student Effort Hours)

Introduction - Clinical Features and Brief Descriptions of Cluster A, B, and C Personality Disorders with Psychosocial Causal Factors.

Gender dysphoria in children and gender dysphoria in adults (Student Effort Hours)

Butcher, J.N, Mineka, S. & Hooley, J.M (2016). Abnormal Psychology. 16th Edition. Pearson Education

Kring, A. M., Davison, G. C., Neale, J. M., & Johnson, S. L. (2012). Abnormal psychology (12th ed.). John Wiley & Sons Inc.

World Health Organization (2004). ICD-10: International statistical classification of diseases and related health problems (10th Rev. ed.). 

Nevid, J. S., Rathus, S. A., & Greene, B. (2018). Abnormal psychology in a changing world. 10th ed. Prentice-Hall.World Health Organization. 

This introductory course is designed for final year Psychology students to explore the field of School and Educational Psychology and related career options such as school counselling, career guidance, and teaching, should they choose to specialize further after their graduation. The course will build on previously learned knowledge in Psychology such as various schools of thought in Psychology, and basic theories of learning, development, and motivation with the goal of exposing students to different areas of specialization within the field of educational psychology.

Nature, scope and functions of educational psychology; Careers in educational psychology- teaching-related, counseling-related (career guidance, mental health)

Nature, scope and functions of educational psychology; Careers in educational psychology- teaching-related, counseling-related (career guidance, mental health)

Nature, scope and functions of educational psychology; Careers in educational psychology- teaching-related, counseling-related (career guidance, mental health)

Nature, scope and functions of educational psychology; Careers in educational psychology- teaching-related, counseling-related (career guidance, mental health)

Overview of theories of learning, development and motivation in an educational context (behaviourism, cognitivism, constructivism, social constructivism)

Overview of theories of learning, development and motivation in an educational context (behaviourism, cognitivism, constructivism, social constructivism)

Overview of theories of learning, development and motivation in an educational context (behaviourism, cognitivism, constructivism, social constructivism)

Overview of theories of learning, development and motivation in an educational context (behaviourism, cognitivism, constructivism, social constructivism)

Teaching and learning strategies, assessment and measurements, classroom management strategies

Teaching and learning strategies, assessment and measurements, classroom management strategies

Teaching and learning strategies, assessment and measurements, classroom management strategies

Teaching and learning strategies, assessment and measurements, classroom management strategies

Learners with disabilities and gifted learners, Differentiating instruction to respond to differences among learners: Socioeconomic and cultural differences among learners

Learners with disabilities and gifted learners, Differentiating instruction to respond to differences among learners: Socioeconomic and cultural differences among learners

Learners with disabilities and gifted learners, Differentiating instruction to respond to differences among learners: Socioeconomic and cultural differences among learners

Learners with disabilities and gifted learners, Differentiating instruction to respond to differences among learners: Socioeconomic and cultural differences among learners

Careers education: Theories and case studies from the field; : School Counselling: Mental health, life skills education or psychoeducation

Careers education: Theories and case studies from the field; : School Counselling: Mental health, life skills education or psychoeducation

Careers education: Theories and case studies from the field; : School Counselling: Mental health, life skills education or psychoeducation

Careers education: Theories and case studies from the field; : School Counselling: Mental health, life skills education or psychoeducation

CIA-1: Activity-based Individual Assignment- 10 Marks

CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks 

CIA-3: Individual Assignment - 10 Marks

Attendance - 5 Marks

CIAs + Attendance = 45+5=50 marks

ESE (End Semester Examination) Total Marks- 50, 02 HOURS

ESE Question paper pattern

Section A- (Short Answers) 02 marks x5Qs =10 Marks

Section B- (Essay Type) 10 marks x 3Qs = 30 Marks

Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks

This course is provided in the fifth semester for students from the psychology triple major combinations (JPENG, PSENG, PSECO, CEP) at CHRIST (Deemed to be University). The course aims at introducing learners to the basic concepts of sports psychology, the scope of sports psychology and various issues the sports persons experience (gender, culture, etc.), and the application of psychological principles in the sports setting. The course also introduces the students to various factors influencing performance and performance enhancement techniques. The students should thoroughly understand the basic psychological process as a prerequisite since this programme mainly focuses on applying those principles in sports.

Course Objectives

o  To introduce learners to sports psychology's origin, scope and perspectives.

o  To enhance learners’ knowledge concerning gender and culture in sports.

o  To equip the learners to differentiate between intrinsic and extrinsic motivation  

o  To impart ways to enhance individual and team performance using mental training.

Definition and History of sports psychology; Role of a sports psychologist; Ethics in sports psychology; Issues related to gender, race, ethnicity, socio-economic status, language, nationality, and culture.

Definition and History of sports psychology; Role of a sports psychologist; Ethics in sports psychology; Issues related to gender, race, ethnicity, socio-economic status, language, nationality, and culture.

Definition and History of sports psychology; Role of a sports psychologist; Ethics in sports psychology; Issues related to gender, race, ethnicity, socio-economic status, language, nationality, and culture.

Definition and History of sports psychology; Role of a sports psychologist; Ethics in sports psychology; Issues related to gender, race, ethnicity, socio-economic status, language, nationality, and culture.

Motivation in Sports and Exercise – Attribution Model; competitive situations; attribution training; Self-confidence and Intrinsic Motivation - Models of Self-Confidence; Integrated theory of motivation in sport and exercise; Goal Perspective Theory – Achievement Goal Orientation; Developmental Nature of Goal Orientation; Goal Involvement; Motivational Climate; Goal Orientation and Moral Functioning; Characteristics of Task and Ego Goal Orientations; Interaction between Goal Orientation and Motivational Climate.

Motivation in Sports and Exercise – Attribution Model; competitive situations; attribution training; Self-confidence and Intrinsic Motivation - Models of Self-Confidence; Integrated theory of motivation in sport and exercise; Goal Perspective Theory – Achievement Goal Orientation; Developmental Nature of Goal Orientation; Goal Involvement; Motivational Climate; Goal Orientation and Moral Functioning; Characteristics of Task and Ego Goal Orientations; Interaction between Goal Orientation and Motivational Climate.

Motivation in Sports and Exercise – Attribution Model; competitive situations; attribution training; Self-confidence and Intrinsic Motivation - Models of Self-Confidence; Integrated theory of motivation in sport and exercise; Goal Perspective Theory – Achievement Goal Orientation; Developmental Nature of Goal Orientation; Goal Involvement; Motivational Climate; Goal Orientation and Moral Functioning; Characteristics of Task and Ego Goal Orientations; Interaction between Goal Orientation and Motivational Climate.

Motivation in Sports and Exercise – Attribution Model; competitive situations; attribution training; Self-confidence and Intrinsic Motivation - Models of Self-Confidence; Integrated theory of motivation in sport and exercise; Goal Perspective Theory – Achievement Goal Orientation; Developmental Nature of Goal Orientation; Goal Involvement; Motivational Climate; Goal Orientation and Moral Functioning; Characteristics of Task and Ego Goal Orientations; Interaction between Goal Orientation and Motivational Climate.

Personality, Aggression, and Violence in Sport; Social Facilitation; Self-presentation effects in sport; Characteristics of Team Cohesion; Measurement, Determinants, and Consequences of Team Cohesion; Negative effects of Team membership; Developing Team Cohesion; Theories of Leadership; Coach-Athlete Compatibility and Communication.

Personality, Aggression, and Violence in Sport; Social Facilitation; Self-presentation effects in sport; Characteristics of Team Cohesion; Measurement, Determinants, and Consequences of Team Cohesion; Negative effects of Team membership; Developing Team Cohesion; Theories of Leadership; Coach-Athlete Compatibility and Communication.

Personality, Aggression, and Violence in Sport; Social Facilitation; Self-presentation effects in sport; Characteristics of Team Cohesion; Measurement, Determinants, and Consequences of Team Cohesion; Negative effects of Team membership; Developing Team Cohesion; Theories of Leadership; Coach-Athlete Compatibility and Communication.

Personality, Aggression, and Violence in Sport; Social Facilitation; Self-presentation effects in sport; Characteristics of Team Cohesion; Measurement, Determinants, and Consequences of Team Cohesion; Negative effects of Team membership; Developing Team Cohesion; Theories of Leadership; Coach-Athlete Compatibility and Communication.

Definition of the concepts; Neurophysiology of Arousal; Attention and Concentration in Sport; Factors inducing anxiety and stress; Arousal and Performance Relationship; Anxiety and Performance Relationship; Stress Management.

Definition of the concepts; Neurophysiology of Arousal; Attention and Concentration in Sport; Factors inducing anxiety and stress; Arousal and Performance Relationship; Anxiety and Performance Relationship; Stress Management.

Definition of the concepts; Neurophysiology of Arousal; Attention and Concentration in Sport; Factors inducing anxiety and stress; Arousal and Performance Relationship; Anxiety and Performance Relationship; Stress Management.

Definition of the concepts; Neurophysiology of Arousal; Attention and Concentration in Sport; Factors inducing anxiety and stress; Arousal and Performance Relationship; Anxiety and Performance Relationship; Stress Management.

Coping Strategies in Sport; Self-Talk; Relaxation Strategies and Arousal Energizing Strategies; Goal Setting; Imagery; Hypnosis; Psychological Skills Training.

Coping Strategies in Sport; Self-Talk; Relaxation Strategies and Arousal Energizing Strategies; Goal Setting; Imagery; Hypnosis; Psychological Skills Training.

Coping Strategies in Sport; Self-Talk; Relaxation Strategies and Arousal Energizing Strategies; Goal Setting; Imagery; Hypnosis; Psychological Skills Training.

Coping Strategies in Sport; Self-Talk; Relaxation Strategies and Arousal Energizing Strategies; Goal Setting; Imagery; Hypnosis; Psychological Skills Training.

Jarvis, M. (2009). Sports Psychology: A Student’s Handbook. Routledge.

Thatcher, J., Day, M., & Rahman, R. (2011). Sport and Exercise Psychology. Learning Matters.

Cratty, B. J. (1989). Psychology in contemporary sports. Prentice Hall.

Horn, T. S (Ed) (1992). Advances in sports psychology.  Herman Kinetics.

Lynch, J. (2001). Creative coaching. Human Kinetics.

Mohan, J. (1996). Recent advances in sports psychology. Friends.

Murphy, E. (1995). Advances in sports psychology. Human Kinetics.

Murphy, S. M. (1995). Sports Psychological Interventions. Herman Kinetics.

Sandhu, G. S. (1992). Psychology in sports: A contemporary perspective. Friends.

Weinberg, R. S. & Gould, D. (2007). Foundations of Sport and Exercise Psychology (4th ed.). Humans Kinetics.

CIA-1: Activity-based Individual Assignment- 10 Marks

CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks 

CIA-3: Individual Assignment - 10 Marks

Attendance - 5 Marks

CIAs + Attendance = 45+5=50 marks

ESE (End Semester Examination) Total Marks - 50, 02 HOURS

ESE Question paper pattern

Section A- (Short Answers) 02 marks x5Qs =10 Marks

Section B- (Essay Type) 10 marks x 3Qs = 30 Marks

Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks

Course description: This course has been conceptualized in order to provide a comprehensive introduction to general theories and methods related to cultural psychology. The course will focus on specific topics that bridge cultural psychology and identity, including group and identity formation, and multiculturalism. Special emphasis will be placed on critically examining how cultural norms influence the way individuals think, feel, and behave. 

What is culture? What is cultural psychology? Scope of cultural psychology. Research Methods: How do we study culture? Review of literature on culture and cognition; culture and emotion; and culture and mental health.

What is culture? What is cultural psychology? Scope of cultural psychology. Research Methods: How do we study culture? Review of literature on culture and cognition; culture and emotion; and culture and mental health.

What is culture? What is cultural psychology? Scope of cultural psychology. Research Methods: How do we study culture? Review of literature on culture and cognition; culture and emotion; and culture and mental health.

What is culture? What is cultural psychology? Scope of cultural psychology. Research Methods: How do we study culture? Review of literature on culture and cognition; culture and emotion; and culture and mental health.

Universal and divergent aspects of self. Two construals of the self: Independent and interdependent and their consequences. Implications of culture on personality. Influence of culture on morality and values. Value pluralism and comparative morality.

Universal and divergent aspects of self. Two construals of the self: Independent and interdependent and their consequences. Implications of culture on personality. Influence of culture on morality and values. Value pluralism and comparative morality.

Universal and divergent aspects of self. Two construals of the self: Independent and interdependent and their consequences. Implications of culture on personality. Influence of culture on morality and values. Value pluralism and comparative morality.

Universal and divergent aspects of self. Two construals of the self: Independent and interdependent and their consequences. Implications of culture on personality. Influence of culture on morality and values. Value pluralism and comparative morality.

Culture and cognition, culture and emotion, culture and motivation, culture and social behaviour, culture and mental health. Gender, sexuality and culture.

Culture and cognition, culture and emotion, culture and motivation, culture and social behaviour, culture and mental health. Gender, sexuality and culture.

Culture and cognition, culture and emotion, culture and motivation, culture and social behaviour, culture and mental health. Gender, sexuality and culture.

Culture and cognition, culture and emotion, culture and motivation, culture and social behaviour, culture and mental health. Gender, sexuality and culture.

Acculturation; difference between socialisation, enculturation and acculturation; domains of acculturationcultural practices, cultural values, cultural identification; measurement of acculturation; acculturation strategies, multiculturalism.

Acculturation; difference between socialisation, enculturation and acculturation; domains of acculturationcultural practices, cultural values, cultural identification; measurement of acculturation; acculturation strategies, multiculturalism.

Acculturation; difference between socialisation, enculturation and acculturation; domains of acculturationcultural practices, cultural values, cultural identification; measurement of acculturation; acculturation strategies, multiculturalism.

Acculturation; difference between socialisation, enculturation and acculturation; domains of acculturationcultural practices, cultural values, cultural identification; measurement of acculturation; acculturation strategies, multiculturalism.

Ethnic identity, role of “relational self” in ethnic identification, identity threat, ethnic boundaries, ethnic identity construction and Identity Process theory, Intersectionality.

Ethnic identity, role of “relational self” in ethnic identification, identity threat, ethnic boundaries, ethnic identity construction and Identity Process theory, Intersectionality.

Ethnic identity, role of “relational self” in ethnic identification, identity threat, ethnic boundaries, ethnic identity construction and Identity Process theory, Intersectionality.

Ethnic identity, role of “relational self” in ethnic identification, identity threat, ethnic boundaries, ethnic identity construction and Identity Process theory, Intersectionality.

Heine, S. J. (2015). Cultural Psychology (3rd edition). W. W. Norton & Company.

Purdie-Vaughns, V., & Eibach, R. P. (2008). Intersectional Invisibility: The Distinctive Advantages and Disadvantages of Multiple Subordinate-Group Identities. Sex Roles, 59, 377–391. doi:10.1007/s11199-008-9424- 4 

Islam, M. R., & Hewstone, M. (1993). Dimensions of Contact as Predictors of Intergroup Anxiety, Perceived OutGroup Variability, and Out-Group Attitude: An Integrative Model. Personality and Social Psychology Bulletin, 19, 700–710. doi:10.1177/0146167293196005

Plaut, V. C. (2010). Diversity Science: Why and How Difference Makes a Difference. Psychological Inquiry, 21(2), 77–99. doi:10.1080/10478401003676501 

CIA-1: Activity-based Individual Assignment- 10 Marks

CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks 

CIA-3: Individual Assignment - 10 Marks

Attendance - 5 Marks

CIAs + Attendance = 45+5=50 marks

ESE (End Semester Examination) Total Marks- 50, 02 HOURS

ESE Question paper pattern

Section A- (Short Answers) 02 marks x5Qs =10 Marks

Section B- (Essay Type) 10 marks x 3Qs = 30 Marks

Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks

This undergraduate course will be a comprehensive introduction to human neuropsychology structured to provide students with a basic understanding of the relationship between brain and behaviour. Topics covered will include foundations of neuropsychology, the structure of the nervous system, functional specialization of the brain, cognitive functions, and assessments of brain disorders.

Definition, Nature and Scope of clinical neuropsychology. Functions of Neuropsychologists. History, Branches of Neuropsychology. Methods of study of research in neuropsychology-Neurohistology, Radiologic Procedures, Electrophysiologic Procedures, Imaging of Brain metabolism, Magnetic Imaging. Ethical issues in research

Definition, Nature and Scope of clinical neuropsychology. Functions of Neuropsychologists. History, Branches of Neuropsychology. Methods of study of research in neuropsychology-Neurohistology, Radiologic Procedures, Electrophysiologic Procedures, Imaging of Brain metabolism, Magnetic Imaging. Ethical issues in research

Definition, Nature and Scope of clinical neuropsychology. Functions of Neuropsychologists. History, Branches of Neuropsychology. Methods of study of research in neuropsychology-Neurohistology, Radiologic Procedures, Electrophysiologic Procedures, Imaging of Brain metabolism, Magnetic Imaging. Ethical issues in research

Definition, Nature and Scope of clinical neuropsychology. Functions of Neuropsychologists. History, Branches of Neuropsychology. Methods of study of research in neuropsychology-Neurohistology, Radiologic Procedures, Electrophysiologic Procedures, Imaging of Brain metabolism, Magnetic Imaging. Ethical issues in research

Introduction to developmental psychology; Brain development; Neuropsychology of mental development; Neuropsychology of developmental abnormalities; Neuropsychology of remediation of children.

Introduction to developmental psychology; Brain development; Neuropsychology of mental development; Neuropsychology of developmental abnormalities; Neuropsychology of remediation of children.

Introduction to developmental psychology; Brain development; Neuropsychology of mental development; Neuropsychology of developmental abnormalities; Neuropsychology of remediation of children.

Introduction to developmental psychology; Brain development; Neuropsychology of mental development; Neuropsychology of developmental abnormalities; Neuropsychology of remediation of children.

Cerebral Specialization; Neuropsychology of Memory; Neuropsychology of Attention and Executive Functioning; Neuropsychology of Emotion; Neuropsychology of Language; Neuropsychology of Consciousness.

Cerebral Specialization; Neuropsychology of Memory; Neuropsychology of Attention and Executive Functioning; Neuropsychology of Emotion; Neuropsychology of Language; Neuropsychology of Consciousness.

Cerebral Specialization; Neuropsychology of Memory; Neuropsychology of Attention and Executive Functioning; Neuropsychology of Emotion; Neuropsychology of Language; Neuropsychology of Consciousness.

Cerebral Specialization; Neuropsychology of Memory; Neuropsychology of Attention and Executive Functioning; Neuropsychology of Emotion; Neuropsychology of Language; Neuropsychology of Consciousness.

Schizophrenia; Dementia: Alzheimer’s disease, Parkinson’s, Huntington’s and Creutzfeldt-Jakob disease; Anxiety and mood disorders.

Schizophrenia; Dementia: Alzheimer’s disease, Parkinson’s, Huntington’s and Creutzfeldt-Jakob disease; Anxiety and mood disorders.

Schizophrenia; Dementia: Alzheimer’s disease, Parkinson’s, Huntington’s and Creutzfeldt-Jakob disease; Anxiety and mood disorders.

Schizophrenia; Dementia: Alzheimer’s disease, Parkinson’s, Huntington’s and Creutzfeldt-Jakob disease; Anxiety and mood disorders.

The practice of neuropsychological assessment; Basic concepts, Neuropsychological examination procedures; Neuropsychological assessment interpretation; important neuropsychological tests.

The practice of neuropsychological assessment; Basic concepts, Neuropsychological examination procedures; Neuropsychological assessment interpretation; important neuropsychological tests.

The practice of neuropsychological assessment; Basic concepts, Neuropsychological examination procedures; Neuropsychological assessment interpretation; important neuropsychological tests.

The practice of neuropsychological assessment; Basic concepts, Neuropsychological examination procedures; Neuropsychological assessment interpretation; important neuropsychological tests.

Zillmer, E.A., Spiers, M.V. & Culbertson (2008). Principles of Neuropsychology (2nd ed.). Cengage Learning.

 Blackmore, S. (2003). Consciousness: An introduction. Hodder & Stoughton.

CIA-1: Activity-based Individual Assignment- 10 Marks

CIA-2: Mid sem Exam-Case/Scenario-based Question- 25 Marks 

CIA-3: Individual Assignment - 10 Marks

Attendance - 5 Marks

CIAs + Attendance = 45+5=50 marks

ESE (End Semester Examination) Total Marks- 50, 02 HOURS

ESE Question paper pattern

Section A- (Short Answers) 02 marks x5Qs =10 Marks

Section B- (Essay Type) 10 marks x 3Qs = 30 Marks

Section C-(Compulsory: Case Study) 10 marks x 1Q =10 Marks

Grand Total = CIAs + Attendance + ESE = 45+5+50 = 100 Marks

This course has been conceptualized to capstone experience for psychology undergraduates, in which students identify a research topic, conduct comprehensive literature reviews, and then develop a substantial written small empirical research project. The paper aims to help students collaborate and complete psychological research projects with their peers. This course is planned to also provide a framework for the development of assessment practices. Attention will be given to issues of identifying and selecting test instruments, conducting the assessment process in an ethical and considerate manner, interpreting norm references and criterion-referenced test scores and writing APA formatted reports. The program is designed to enable students to complete a group research project under the supervision of a faculty. The students would develop and defend the research proposal in the semester.

Basics of Research in Psychology: What is Psychological Research? The Goals of Psychological Research, Principles of Good Research; Ethics in Psychological Research.  Research Traditions: Quantitative & Qualitative orientations towards research & their steps, Comparing Qualitative & Quantitative Research Traditions. Review of literature: databases, search strategy, critical evaluation of an article.

Basics of Research in Psychology: What is Psychological Research? The Goals of Psychological Research, Principles of Good Research; Ethics in Psychological Research.  Research Traditions: Quantitative & Qualitative orientations towards research & their steps, Comparing Qualitative & Quantitative Research Traditions. Review of literature: databases, search strategy, critical evaluation of an article.

Basics of Research in Psychology: What is Psychological Research? The Goals of Psychological Research, Principles of Good Research; Ethics in Psychological Research.  Research Traditions: Quantitative & Qualitative orientations towards research & their steps, Comparing Qualitative & Quantitative Research Traditions. Review of literature: databases, search strategy, critical evaluation of an article.

Basics of Research in Psychology: What is Psychological Research? The Goals of Psychological Research, Principles of Good Research; Ethics in Psychological Research.  Research Traditions: Quantitative & Qualitative orientations towards research & their steps, Comparing Qualitative & Quantitative Research Traditions. Review of literature: databases, search strategy, critical evaluation of an article.

Basics of Research in Psychology: What is Psychological Research? The Goals of Psychological Research, Principles of Good Research; Ethics in Psychological Research.  Research Traditions: Quantitative & Qualitative orientations towards research & their steps, Comparing Qualitative & Quantitative Research Traditions. Review of literature: databases, search strategy, critical evaluation of an article.

Basics of Research in Psychology: What is Psychological Research? The Goals of Psychological Research, Principles of Good Research; Ethics in Psychological Research.  Research Traditions: Quantitative & Qualitative orientations towards research & their steps, Comparing Qualitative & Quantitative Research Traditions. Review of literature: databases, search strategy, critical evaluation of an article.

Basics of Research in Psychology: What is Psychological Research? The Goals of Psychological Research, Principles of Good Research; Ethics in Psychological Research.  Research Traditions: Quantitative & Qualitative orientations towards research & their steps, Comparing Qualitative & Quantitative Research Traditions. Review of literature: databases, search strategy, critical evaluation of an article.

Elements of proposal writing: Formulating a problem & developing a testable research question/research hypothesis, developing a rationale, aims, and objectives.  Research Designs: Identifying an appropriate research design and methods for a given research question/hypothesis. Sample and sampling: Probability & Nonprobability sampling methods; Methods of data collection- Case study, Observation, Interview & Focus group discussion, Survey. Protocols in data collection.

Elements of proposal writing: Formulating a problem & developing a testable research question/research hypothesis, developing a rationale, aims, and objectives.  Research Designs: Identifying an appropriate research design and methods for a given research question/hypothesis. Sample and sampling: Probability & Nonprobability sampling methods; Methods of data collection- Case study, Observation, Interview & Focus group discussion, Survey. Protocols in data collection.

Elements of proposal writing: Formulating a problem & developing a testable research question/research hypothesis, developing a rationale, aims, and objectives.  Research Designs: Identifying an appropriate research design and methods for a given research question/hypothesis. Sample and sampling: Probability & Nonprobability sampling methods; Methods of data collection- Case study, Observation, Interview & Focus group discussion, Survey. Protocols in data collection.

Elements of proposal writing: Formulating a problem & developing a testable research question/research hypothesis, developing a rationale, aims, and objectives.  Research Designs: Identifying an appropriate research design and methods for a given research question/hypothesis. Sample and sampling: Probability & Nonprobability sampling methods; Methods of data collection- Case study, Observation, Interview & Focus group discussion, Survey. Protocols in data collection.

Elements of proposal writing: Formulating a problem & developing a testable research question/research hypothesis, developing a rationale, aims, and objectives.  Research Designs: Identifying an appropriate research design and methods for a given research question/hypothesis. Sample and sampling: Probability & Nonprobability sampling methods; Methods of data collection- Case study, Observation, Interview & Focus group discussion, Survey. Protocols in data collection.

Elements of proposal writing: Formulating a problem & developing a testable research question/research hypothesis, developing a rationale, aims, and objectives.  Research Designs: Identifying an appropriate research design and methods for a given research question/hypothesis. Sample and sampling: Probability & Nonprobability sampling methods; Methods of data collection- Case study, Observation, Interview & Focus group discussion, Survey. Protocols in data collection.

Elements of proposal writing: Formulating a problem & developing a testable research question/research hypothesis, developing a rationale, aims, and objectives.  Research Designs: Identifying an appropriate research design and methods for a given research question/hypothesis. Sample and sampling: Probability & Nonprobability sampling methods; Methods of data collection- Case study, Observation, Interview & Focus group discussion, Survey. Protocols in data collection.

Selecting a psychological test, Characteristics of a test – standardization, Reliability and validity of tests, norms, scoring, applications and cultural adaptability. 

Administer any two psychological assessments on an individual subject using any of the following tests- one personality test (NEOPI, 16PF, Eysenck Personality Questionnaire, Type A/B behaviour pattern) and one intelligence test (Ravens Test, Bhatia’s Battery of Intelligence) and write a report

Selecting a psychological test, Characteristics of a test – standardization, Reliability and validity of tests, norms, scoring, applications and cultural adaptability. 

Administer any two psychological assessments on an individual subject using any of the following tests- one personality test (NEOPI, 16PF, Eysenck Personality Questionnaire, Type A/B behaviour pattern) and one intelligence test (Ravens Test, Bhatia’s Battery of Intelligence) and write a report

Selecting a psychological test, Characteristics of a test – standardization, Reliability and validity of tests, norms, scoring, applications and cultural adaptability. 

Administer any two psychological assessments on an individual subject using any of the following tests- one personality test (NEOPI, 16PF, Eysenck Personality Questionnaire, Type A/B behaviour pattern) and one intelligence test (Ravens Test, Bhatia’s Battery of Intelligence) and write a report

Selecting a psychological test, Characteristics of a test – standardization, Reliability and validity of tests, norms, scoring, applications and cultural adaptability. 

Administer any two psychological assessments on an individual subject using any of the following tests- one personality test (NEOPI, 16PF, Eysenck Personality Questionnaire, Type A/B behaviour pattern) and one intelligence test (Ravens Test, Bhatia’s Battery of Intelligence) and write a report

Selecting a psychological test, Characteristics of a test – standardization, Reliability and validity of tests, norms, scoring, applications and cultural adaptability. 

Administer any two psychological assessments on an individual subject using any of the following tests- one personality test (NEOPI, 16PF, Eysenck Personality Questionnaire, Type A/B behaviour pattern) and one intelligence test (Ravens Test, Bhatia’s Battery of Intelligence) and write a report

Selecting a psychological test, Characteristics of a test – standardization, Reliability and validity of tests, norms, scoring, applications and cultural adaptability. 

Administer any two psychological assessments on an individual subject using any of the following tests- one personality test (NEOPI, 16PF, Eysenck Personality Questionnaire, Type A/B behaviour pattern) and one intelligence test (Ravens Test, Bhatia’s Battery of Intelligence) and write a report

Selecting a psychological test, Characteristics of a test – standardization, Reliability and validity of tests, norms, scoring, applications and cultural adaptability. 

Administer any two psychological assessments on an individual subject using any of the following tests- one personality test (NEOPI, 16PF, Eysenck Personality Questionnaire, Type A/B behaviour pattern) and one intelligence test (Ravens Test, Bhatia’s Battery of Intelligence) and write a report

Coolican, H. (2014). Research Methods and Statistics in Psychology, Sixth Edition. Taylor and Francis.

https://christuniversity.in/uploads/userfiles/CRCE.pdf. CHRIST (Deemed to be University) Institutional Ethics Documentation

• CIA 1: Individual Assignment (20 marks) + Class participation & Supervisor Feedback (05 marks) - Total 25 Marks 
• CIA 2: Individual Assignment (20 marks) + Class participation & Supervisor Feedback (05 marks) - Total 25 Marks 
• CIA 3: Department level Exam/Viva- 50 marks 

Course Description: This paper is informed by David Damrosch’s understanding that world literature is not a canon of Western master works but a mode of cross cultural reading. So the selection reflects similar themes of gender, race, being responsible citizen in oppressive conditions which the students have encountered in their earlier semester. While these themes have been discussed earlier in specific nationalistic contexts, this paper draws on that awareness and brings in comparative approach for analysis.

Objectives:

To introduce students to methods of studying literature and culture across national and linguistic boundaries

To understand the nature and function of literature from global perspective

·         Frames for World Literatures’, David Damrosch

·         Essays on Art, Literature – Tolstoy, Nabakov, Naipaul, Borges

·         Frames for World Literatures’, David Damrosch

·         Essays on Art, Literature – Tolstoy, Nabakov, Naipaul, Borges

·         Frames for World Literatures’, David Damrosch

·         Essays on Art, Literature – Tolstoy, Nabakov, Naipaul, Borges

·         Frames for World Literatures’, David Damrosch

·         Essays on Art, Literature – Tolstoy, Nabakov, Naipaul, Borges

·         Frames for World Literatures’, David Damrosch

·         Essays on Art, Literature – Tolstoy, Nabakov, Naipaul, Borges

·         Frames for World Literatures’, David Damrosch

·         Essays on Art, Literature – Tolstoy, Nabakov, Naipaul, Borges

·         Frames for World Literatures’, David Damrosch

·         Essays on Art, Literature – Tolstoy, Nabakov, Naipaul, Borges

·         Anna Akhamatova – Requiem (Russia)

·         Constantine Cavafy – The City (Greek)

·         Rainer Maria Rilke – Spanish dancer (Czech Republic)

·         Sappho – Lyrics

·         Sappho - Deathless Aphrodite of the Spangled Mind

·         Sappho – Moon has set

·         Imtiaz Dharkar – Purdha I (Pakistan)

·         Miriam Wei Wei Lo - Bumboat Cruise on the Singapore River (Singapore)

·         Octavio Paz - Listen to the Rain

·         Federico Garcia Lorca - City that Does Not Sleep

·         Anna Akhamatova – Requiem (Russia)

·         Constantine Cavafy – The City (Greek)

·         Rainer Maria Rilke – Spanish dancer (Czech Republic)

·         Sappho – Lyrics

·         Sappho - Deathless Aphrodite of the Spangled Mind

·         Sappho – Moon has set

·         Imtiaz Dharkar – Purdha I (Pakistan)

·         Miriam Wei Wei Lo - Bumboat Cruise on the Singapore River (Singapore)

·         Octavio Paz - Listen to the Rain

·         Federico Garcia Lorca - City that Does Not Sleep

·         Anna Akhamatova – Requiem (Russia)

·         Constantine Cavafy – The City (Greek)

·         Rainer Maria Rilke – Spanish dancer (Czech Republic)

·         Sappho – Lyrics

·         Sappho - Deathless Aphrodite of the Spangled Mind

·         Sappho – Moon has set

·         Imtiaz Dharkar – Purdha I (Pakistan)

·         Miriam Wei Wei Lo - Bumboat Cruise on the Singapore River (Singapore)

·         Octavio Paz - Listen to the Rain

·         Federico Garcia Lorca - City that Does Not Sleep

·         Anna Akhamatova – Requiem (Russia)

·         Constantine Cavafy – The City (Greek)

·         Rainer Maria Rilke – Spanish dancer (Czech Republic)

·         Sappho – Lyrics

·         Sappho - Deathless Aphrodite of the Spangled Mind

·         Sappho – Moon has set

·         Imtiaz Dharkar – Purdha I (Pakistan)

·         Miriam Wei Wei Lo - Bumboat Cruise on the Singapore River (Singapore)

·         Octavio Paz - Listen to the Rain

·         Federico Garcia Lorca - City that Does Not Sleep

·         Anna Akhamatova – Requiem (Russia)

·         Constantine Cavafy – The City (Greek)

·         Rainer Maria Rilke – Spanish dancer (Czech Republic)

·         Sappho – Lyrics

·         Sappho - Deathless Aphrodite of the Spangled Mind

·         Sappho – Moon has set

·         Imtiaz Dharkar – Purdha I (Pakistan)

·         Miriam Wei Wei Lo - Bumboat Cruise on the Singapore River (Singapore)

·         Octavio Paz - Listen to the Rain

·         Federico Garcia Lorca - City that Does Not Sleep

·         Anna Akhamatova – Requiem (Russia)

·         Constantine Cavafy – The City (Greek)

·         Rainer Maria Rilke – Spanish dancer (Czech Republic)

·         Sappho – Lyrics

·         Sappho - Deathless Aphrodite of the Spangled Mind

·         Sappho – Moon has set

·         Imtiaz Dharkar – Purdha I (Pakistan)

·         Miriam Wei Wei Lo - Bumboat Cruise on the Singapore River (Singapore)

·         Octavio Paz - Listen to the Rain

·         Federico Garcia Lorca - City that Does Not Sleep

·         Anna Akhamatova – Requiem (Russia)

·         Constantine Cavafy – The City (Greek)

·         Rainer Maria Rilke – Spanish dancer (Czech Republic)

·         Sappho – Lyrics

·         Sappho - Deathless Aphrodite of the Spangled Mind

·         Sappho – Moon has set

·         Imtiaz Dharkar – Purdha I (Pakistan)

·         Miriam Wei Wei Lo - Bumboat Cruise on the Singapore River (Singapore)

·         Octavio Paz - Listen to the Rain

·         Federico Garcia Lorca - City that Does Not Sleep

Fyodor Dostoevsky – Notes From the Underground

Che Guevara - The Motorcycle Diaries

Fyodor Dostoevsky – Notes From the Underground

Che Guevara - The Motorcycle Diaries

Fyodor Dostoevsky – Notes From the Underground

Che Guevara - The Motorcycle Diaries

Fyodor Dostoevsky – Notes From the Underground

Che Guevara - The Motorcycle Diaries

Fyodor Dostoevsky – Notes From the Underground

Che Guevara - The Motorcycle Diaries

Fyodor Dostoevsky – Notes From the Underground

Che Guevara - The Motorcycle Diaries

Fyodor Dostoevsky – Notes From the Underground

Che Guevara - The Motorcycle Diaries

Sophocles – Antigone

Sophocles – Antigone

Sophocles – Antigone

Sophocles – Antigone